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Factors Contributing to Improved Teaching Performance
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Factors Contributing to Improved Teaching Performance

Author: Whitney Ransom McGowan Affiliation: Instructional Psychology and Technology, Brigham Young University, Provo, UT, USA; Charles R Graham Affiliation: Instructional Psychology and Technology, Brigham Young University, Provo, UT, USA
Edition/Format: Article Article : English
Publication:Innovative Higher Education, v34 n3 (200908): 161-171
Other Databases: WorldCatWorldCatWorldCatAcademic Search Complete
Summary:
This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student  Read more...
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Details

Document Type: Article
All Authors / Contributors: Whitney Ransom McGowan Affiliation: Instructional Psychology and Technology, Brigham Young University, Provo, UT, USA; Charles R Graham Affiliation: Instructional Psychology and Technology, Brigham Young University, Provo, UT, USA
ISSN:0742-5627
DOI: 10.1007/s10755-009-9103-6
Language Note: English
Unique Identifier: 5659504864
Notes: is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com.
is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments. He can be contacted at charles_graham@byu.edu.
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Abstract:

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research.
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